Junior Police Academy

Leadership
Manual

P L A N F O R S U C C E S S! 5

JUNIOR POLICE ACADEMY: CELEBRATING 20 YEARS 6

6 Questions:
Why (is your department doing this)? 8
Why (are you doing this)? 10
Who (will be your cadets)? Who(will instruct)? 12
When (will you meet)? 14
What (will you teach)? 16
Where (will you meet)? 22
How (to establish procedures)? 24

Here to Help 30
Acknowledgements! 31

1
 What we could not print,
awaits you online!

JuniorPoliceAcademy.org/ideas

INCLUDING

VIDEO TRAINING FOR INSTRUCTORS

Go behind the scenes to visit with the innovative instructors who have

pioneered the program nationwide.

2
Our instructors understand that the best way to reach young
people is to be present and to be honest.

Yes, offering an educational program is outside the normal

duties of a police officer; however, that is why the program
yields such dramatic results. Assuming these additional duties
communicates a simple, yet powerful message: “I am here
because I care, and because you are important to this
community."

An entire generation of young Americans needs to hear those

words. The Junior Police Academy is your opportunity to
live them.  

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4
Plan for Success

As many of you know, or will hopefully soon discover, leading a youth program,
even one as flexible and accommodating as the Junior Police Academy,
requires enthusiasm and a bit of planning.

Leveraging 20 years of experience, this manual is your all-in-one handbook and

reference guide.

Comprehensive, yet [mercifully] concise, these pages will help you build the
foundation upon which you will lay proud claim to the most dynamic and
democratically vital profession on Earth – American law enforcement.

Along the way you will be hearing from the many law enforcement officers who
pioneered the Junior Police Academy.

Just as they have over the past 20 years, they will be interrupting me from time
to time to explain how they broke or rewrote each rule and procedure stated
herein – creating something uniquely, wonderfully their own.

That is, after all, the promise of the Junior Police Academy, to bring young
people and police officers together and then stand back.

The essential quality of what happens next cannot be found in this or any other
Phillip LeConte manual.
Executive Director
It defies description.

I do know it has the power to transcend the distance that once defined cops
and kids with a brand of idealism that’s uniquely American and, at least to my
way of thinking, essential to both liberty and democracy – an enthusiasm for
justice!

Phillip LeConte
Executive Director

5
Junior Police Academy
Celebrating Our 20th Anniversary
The simple yet powerful central theme of
the Junior Police Academy:
Police officers are the pillars of a
democracy; a noble extension of our
national identity.
Idealistic? Perhaps.
But the ideals of one generation quickly
become the artifacts of the next unless
they are kept vitally alive.
JPA instills these very principles of
American justice into the classroom – to
be put to useful purpose by the next
generation.
The Junior Police Academy taps into something as old as the law enforcement
profession itself, something that goes all the way back to the first time a father
put on a police uniform and stood before his children.
Frame that image in your mind and glimpse the engine that powers JPA:
for youth, someone to champion justice;
for the police officer, someone worth fighting for.
Together young people and police officers generate a uniquely American brand
of idealism that is essential to both liberty and democracy – an enthusiasm for
justice!
Spanning a Generation
Now in its 20th year, the Junior Police Academy’s impact can be measured
across an entire generation of graduating cadets.
Today, there are citizens across the country who better understand their civic
responsibilities because of JPA – empowered to contribute to the life of their
community and their country in ways that enhance public safety and solve
problems.
“Advanced Citizenship”
“In this country, we are called to an ‘advanced citizenship’ which can only be
realized when young citizens understand that they are stake-holders in our
democracy,” said JPA Advisory Council member Chief Tom Clemons.
“The Junior Police Academy often marks the start of a young person actively
assuming their lifelong role as an informed citizen – extending the program’s
true impact far into the future.”
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 Historic Tradition

The Junior Police Academy is built on the premise that public safety
officers provide an ideal role model for mutual respect, tolerance and the
peaceful resolution of conflict.

The value of police departments working with young people was

recognized early on. “Junior” or “boy police” programs started
appearing during the first two decades of the 20th century, sponsored by
local police departments or schools in places like Berkeley, California;
Council Bluffs, Iowa; Cincinnati, Ohio; and New York City.

With the adoption of community policing in recent decades, programs

embracing the original spirit of these efforts started to reemerge.

Founded in 1992, the Junior Police Academy was among the first and
has steadily established its leadership over the past 20 years.

While programs for ‘cops & kids’ have a long history, the Junior Police
Academy has the distinction of elevating police/youth programming from
“JPA often marks ‘recreational activities’ to being an accredited part of middle school
the start of a curriculum.
young person
actively assuming In doing so, JPA continues to help reshape education and the role of law
their lifelong role enforcement in America.
as an informed
citizen extending
the program’s true
impact far into the
future.”

Chief Tom Clemons

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SIX QUESTIONS
You will be constructing a plan for your program by first considering six
questions: 
 
Why? Who? When? What? Where? How?
 
Answer each question as best you can. At this stage of the planning process, a
good guess is enough to get the ball rolling. 
 
The process yields dynamic and unexpected results when you begin to consider
how each answer impacts the other. The process of putting pencil to paper
[literally] will start a creative and logistical process that helps you spot conflicts
and opportunities. 
 
Most police officers excel at logistics, so please forgive me when I state the
obvious as we move through each step.  
 

WHY Your answer will influence how you answer all the other questions. You are
creating a road map, but let’s get specific about why you are going somewhere
(IS YOUR DEPARTMENT DOING in the first place.
THIS) Starting with the End in Mind
It calls to mind a statement recently shared with me by Sgt. Robert Goetz, whom
I suspect might actually derive enjoyment from crafting a comprehensive plan.

When I asked him the secret to creating the perfect plan, he suggested that
“logistics is simply the art of starting with the end in mind."
Imagine your final destination for a moment. And again, be specific. The more
detailed you are, the more accurate your map.

Ask; what would be the best possible result of my hosting a JPA?

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 WHY
(IS YOUR DEPARTMENT DOING
THIS, CONTINUED)
“START WITH THE END IN
MIND.”
JPA Advisory Council member
Sgt. Robert Goetz describes
logistics.
Optimistic Outcomes
Think in terms of outcomes. Be optimistic. Imagine the final day of your
academy. Who is there? Your cadets of course, but who else?
Are the cadets’ parents there? Is the media?
Even if your academy has no culminating event, you should still consider
what impact you hope for. What do the cadets, parents, and members of the
community know now that they did not know before? How have your cadets’
attitudes towards policing changed or been enlightened?
For the purposes of this manual, let's imagine:
Graduation day. All your cadets are lined up holding a graduation certificate.
Their parents and family members fill the auditorium clapping in recognition
of their achievement.
Students who previously knew little, if anything, about law enforcement now
feel a proud connection to your department, your profession and to you.
Both cadets and parents have a new or better understanding of public safety
and exemplify the kind of citizens who make for better, safer communities.
That is an ideal, but certainly not beyond the realm of possibility – I have
attended several JPA graduation ceremonies that met all the above criteria.
Once you have an ideal outcome in mind, you work backwards, approaching each of
the remaining questions with that specific goal in mind.
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 WHY For a moment, let’s go beyond the obvious reasons and get personal.

(ARE YOU DOING THIS) Your answer will require a bit of soul searching, but it's important, if not vital, to
maintaining your personal enthusiasm for the program.

Enthusiasm is largely irrelevant to your professional duties as a police officer.

How you feel on any given day need not impact your performance. This is one of
the hallmarks of professionalism. Good day, bad day, you soldier on.

This is not necessarily the case with the Junior Police Academy. The program is
probably something you will be doing in addition to your regular duties. An
abundance of enthusiasm will be needed.

Whether you view the program as extra work, profoundly rewarding or

somewhere in between will depend on your level of personal investment.

A WHY that inspires you.

As a police officer, a citizen of the United States, perhaps as a father or mother,
you no doubt hold passionate views about the next generation of Americans.

Indeed, I have yet to meet a police officer who has not thought deeply and
meaningfully about life. To the extent you are able to channel the things you feel
most passionate about into the program, the easier it will be to find the time and
energy required.

There are many officers who have siblings or nephews or nieces whose lives
have taken a wrong turn. For them the program is a means reaching out to
young people and giving them the confidence and guidance to keep their life on
track. For some officers, it’s an opportunity to cultivate accountability at a time
critical to a young person’s maturity into adulthood.

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 WHY Democracy
(ARE YOU DOING THIS, For me, JPA is an opportunity to talk about democracy. Take this quote from
CONTINUED) Commissioner Ed Davis with the Boston Police Department:

“The rights set forth in the United States Constitution are the rightful heritage of
every citizen. The interaction between a citizen and the police, the respect one
has for the other, has a major impact on a citizen’s own confidence in
democracy.”

“The way that officers talk to people, the way that they interact, reflects on
government at large and renews or erodes a citizen’s confidence in democracy
and the fairness of our system of government.”

I was so inspired by that statement that all the hours of overtime I have invested
in the program immediately started paying a higher rate of interest. It has
become the frame through which I approach this material – cultivate democracy
by introducing young people to the finest citizens I know.

Your Turn
Take the time right now to answer both WHY and WHAT questions.

Q: Why do you want to host a JPA?

(Imagine The ideal outcome – the best possible result of hosting a JPA.)

Q: What will make this personally gratifying?

(Incentivize the program’s overall vision. Make it personal.)

Built to Last
This exercise is more than just pie-in-the-sky or wishful thinking – it is critical to
keeping the program planning consistent with your intentions and your energy
equal to the demands that lie ahead.

In the next step, we will put a face to your program.

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 WHO
(WILL BE YOUR CADETS)
Screen Cadet Applicants
One of the most important steps
in developing a program is the
process by which you select
recruits. It is vitally important
that you establish a written
criteria by which Cadets will be
selected.
(If you have to deny an applicant
admission, be sure that your
criteria is applied consistently to
everyone -- and in writing!)
Time to define “Cadet”?
Typically the program is offered to young people in middle school. Students are
referred to as cadets while in the program and are expected the meet a well-
defined standard for conduct while in JPA.
Who will be your cadets?
The decision of which grade you will target is an important one. JPA has been
successfully offered in both high school and middle school settings. One
strategy is to offer the program to students during their first year on a middle
school campus so they can more quickly become mentors and student leaders
through the remainder of middle school and throughout high school.
Another strategy is to enroll both high school and middle school students (only
really feasible in a summer camp setting) allowing the older cadets to be a
positive role model to the younger cadets.
Give Me a Number
You will also need to consider the number of cadets each academy will
accommodate. Typically somewhere between twenty and thirty is a good
working number, consistent with the average size of a classroom.
The number of instructors you will need is determined by considering total
number of cadets and factoring in the frequency and duration of your academy.
An academy offered over the course of a semester, meeting for one hour, three
times a week will be significantly easier to manage with a single officer than a
week-long summer camp that meets for seven hours a day.
As an instructor, you will be out-numbered. But in the spirit of “One Ranger,
One Riot” there’s no reason to think you will not be able to manage the
situation.
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 WHO All great programs require great leaders. JPA is no exception. Do you have the
right person to lead your program?  
(WILL INSTRUCT)
The success or failure of your program will depend on finding an individual with
not only the skills, but the time to make it all happen.

Instructor Defined: JPA Instructors are typically law enforcement officers, active
duty or retired. (In some cases in which the program is offered for course credit,
a licensed teacher is required to participate as the “teacher of record”.

Instructor 101
The Junior Police Academy stands on the shoulders of exceptional law
enforcement officers at the local level – individuals who bear witness to the
power of stepping beyond what is required.

The most fertile ground for reaching young people lies just beyond that next
mile. It takes extra effort, but it is the magic zone where everything
communicates a simple, yet powerful message:  “I am here because I care and
because you are important to this community.”

Making that connection does require a police officer to ease into the position of
classroom instructor. JPA requires police officers who can make the
adjustment from the street to the classroom and have a general understanding
of how to interact with kids over a sustained period of time.

Like everything else, practice makes perfect, and perfecting your classroom
skills takes time.

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 WHEN Answer the question of when by creating a program schedule.

(WILL YOU MEET) A program schedule charts your academy across a timeline – starting with Day One
through graduation. As you look at the blank schedule, you need to ask how long and
how often should or can your program meet.

C R E AT I N G A P R O G R A M S C H E D U L E
While every program schedule is different, they typically fall into two groups:
Classroom and Summer Camp or After-School.

CLASSROOM

A program schedule charts your

Academy across a timeline –
starting with Day One through
graduation.  It establishes both
the “when” and the “what”.

Can be months, meeting for one hour/approx. three times a week.

Built using one-hour blocks of time, your Classroom schedule will look like a Checker
Board. (Three to five times a week, one-hour per day, scheduled over the course of a
school semester)

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 WHEN
(WILL YOU MEET,
CONTINUED)

SUMMER CAMP

HOST A MICRO-JPA

A great way to get started is

to meet with students to Can be one week/several hours a day
discuss a recent local event
involving public safety.

Events will always conspire Also built using one-hour blocks of time, the Summer Camp schedule should look like
to put law enforcement swim lanes. (Several hours a day scheduled over a single week)
center stage.  

Was there a recent shooting

in the news, traffic fatality,
incident involving bullying?
Each is a potential
opportunity to open up a
dialog and meet with
students.
You may find this exchange
the start of something more
formal and frequent. If so,
JPA may be the perfect fit.
Your Turn...
Now, using a calendar, block out your academy strictly in terms of time.
Choosing a Start Date
Remember to pace yourself. How soon can you reasonably be expected to start the
program?
We suggest you allow at least four to six months to thoroughly develop the program
content, work with local educators and recruits qualified cadets.

15
 W H AT
(WILL YOU TEACH)
OK, so you’ve got your schedule, but it’s just blocks of time. Next we plug in the
WHAT or the actual educational content which will fill the time you have blocked
off.

Choose Your Content

We offer two primary sources of content:

TWO OPTIONS: American Police Officer: A Course in Character

is our new course and can be found at AmericanPoliceOfficer.org.

“Connecting with Kids” – the core curriculum for teaching the Junior
Police Academy can also be downloaded.

SPECIAL CONTENT. SPECIAL EVENTS.

JPA has a great many resources for supplementing special content or events,
like guest speakers, “day one” multi-media and cadet graduation.
Download @
JuniorPoliceAcademy.org/ideas
AmericanPoliceOfficer Here are some details:
A Course in Character
The First Ten Minutes
Make them count by seizing your cadets’ attention and enthusiasm. JPA has
many resources for making a great first impression, including “Strategies for
Introducing Young People to Law Enforcement in the United States”.

Guest Speakers
Obviously you will want to do everything to accommodate representatives of
other agencies. Remember to prep the cadets for the visit by requiring them to
come up with insightful questions for the speaker.

Graduates Please Rise

Schedule time at the end of the academy for a graduation ceremony or some
recognition of the cadets successfully completing the academy. Regardless of
its scale, your graduation is an opportunity to bring the Academy to a
meaningful conclusion.

http://juniorpoliceacademy.wazala.com/
Connecting with Kids

Download @
JuniorPoliceAcademy.org/ideas

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 W H AT
(WILL YOU TEACH, CONT.)

THINK WHY?
Every JPA emphasizes meaning over technique. Instructors ultimately link
police procedure to its intended purpose in promoting justice and the rule
of law and freedom – the foundations of society.

Focusing on the “WHY”, rather than the “HOW” can move young people to
a richer understanding of a law enforcer’s role in society.
I give ownership of the class to the
community.  I listen to them.  I talk to
community members.  When  an issue Exploring “why” broadens the cadet’s definition of a law enforcer to
comes up, they know we are going to include peacemaker and lifeline to those in peril.
get it resolved.  
Upon completing the program, Junior Police Academy Cadets are
It all starts back with the youth and if presented with a “Certificate,” but just what does a Junior Police Academy
you can get them to believe in you and education mean?
what you are trying to do you will have
them as adults someday.   What is the value of these materials?

Chief Tom Clemons of Seward, Alaska What distinguishes a JPA Cadet from other students?

Every instructor should answer these questions for themselves before

conducting a class. The answers are essential to successfully presenting
the material in this Workbook.

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 W H AT
(WILL YOU TEACH)
So don’t be afraid to pay
your ace card: your
experience!
Step in and out of a story
Pick the moment you step out of the
prepared lesson to tell your story with care.
The cadets should know when a story has
begun and the exact moment your story
ends.
During this two minutes, the cadets should
become accustomed to complete silence
and no hands up for a question.
Sacred Ground
The story you relate may be sacred ground
for you, so the class should be respectful.
You may want to start with stories that are
humorous or perhaps less personal while
they are still getting used to how to behave
during this time.
Always know the point of your story or how
it ends.  In other words, how does it relate to
the UNIT? How does it amplify the
information you were covering?
Plan Your Transition
Ultimately your story will be judged based
on the grace with which you are able to end
the story on point and step back into the
lesson.
This is simple enough to do if you give it a
little thought prior to classroom. Trying to
work out the details of your exit while you’re
telling the story is not recommended.
BASED ON A TRUE STORY
We encourage law enforcement instructors to invest their own
professional experiences into the learning process. Tell the story of
policing as only you can – the profound joy, sadness, courage, despair
and hope!
Stories have the power to reveal truth in a way that raw facts cannot.
Every aspect of law enforcement is rich in human drama. It is a story
which you have the privilege of relating from personal experience.
Example:  
Relate to the students your first day in the police academy. What were you
thinking? Were there some who did not make it? What was the hardest
part? What was difficult for others, that you found easy? Be sure to write
down notes before class.
STORY THEMES
Here is a small selection of common story themes. They will hopefully
trigger a great story.
Remembrance or Memorial Stories
Stories that acknowledge, honor or reflect on the life of one who has died.
The Best Police Officer I Have Ever Met…
Stories of a significant mentor in your career.  What impact have they
made on your life? Nearly every law enforcement officer draws inspiration
from a veteran who they admired. Pick an ah-ha moment from that
partnership.
Stories of Challenge
Stories in which you have experienced challenge and how you overcame
it. They can be physical as well as mental challenges of conquering a
specific fear early in your career.
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 W H AT
(WILL YOU TEACH)
Keeping Faith
Don’t feel comfortable talking about
yourself? Speak on behalf of an
officer you knew:
“I want to tell you about the greatest
police officer I ever knew. It’s my
privilege to speak on his behalf. He
was my real police academy.”
It’s the way we keep those who have
passed on...alive.
Objects & Artifacts
All of us have own a possession that holds tremendous value in our lives.
There is always a compelling story that brings that object to life and gives it
meaning.
Stories about a Place
Geographical places hold intense memories and emotional significance in
our lives. While places may not have historic markers and may seem
unremarkable to the casual observer, they are never-the-less sacred places
in your life. The archaeological history of you is fertile ground for every
storyteller.
A picture, plus a thousand or so words
Countless stories can be found in the well-worn shoe box or photo album.
Each photo preserves a moment in time and each moment has a
corresponding story: “Where was I when this photo was taken? Who took it?
Who is in the photo with me? What was I thinking when this was taken?”
LISTING EXERCISES
Make a list. Jot down three to five specific experiences that have made you
the person you are; unique things that you do habitually that have helped you
succeed; experiences you'd mention if someone asked you to explain why
you do the work you do.
Focus
Telling the entire history of your experience in a single short story can be an
overly ambitious task. It is often hard to know where to start a story and
usually harder to know when to end it.
Just keep in mind it should end by relating the wisdom or transformation that
occurred as a result and you can’t go wrong!
Your Story
And if you have any doubts as to the value of your own stories, imagine for a
moment what you would give to hear the thoughts and insights of the long
line of law enforcement professionals who have preceded you.
I encourage you to enroll the local media and historic society in your efforts,
thereby creating source materials that can be referenced by each new
generation of students.
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 W H AT TIPS FOR BRINGING CONTENT TO LIFE
(WILL YOU TEACH)
The facts on the page are just that – facts. Bringing those facts to life is the craft of
teaching. Here are some strategies:

You’ve told this story one hundred times…
but never to youngsters…preparation is
critical.
Procedure = Meaning
Every aspect of law enforcement, every procedure, is the result of
years of field testing. Even the things that have become routine
have a rich history. Don’t just demonstrate proper handcuffing
techniques, tell the story of its evolution and the many officers who
have lost their life due to poor handcuffing techniques.
Create a sense of urgency that the students are being empowered with knowledge
that is essential to seeking out justice.

Campfire Strategy
Great campfire stories use one of two hooks (sometimes both). The story is placed
geographically – “on this very site” or is placed in time – “ten year ago this very
night”.

Some appropriate version of this can bring your content alive. After all, every
square mile of this country can be seen as an Atlas of America Justice. Tell the
story of the local heroes who fought for justice, not in some far off land, but right
where they live.

A story about events that happened nearby will always be more engaging than a
story about events that occurred far away. The anniversary of an event also gives it
special significance.

Life After Police Strategy

Using the structure of the TV series “Life After People”, describe a world in which
the subject of the lesson (Coast Guard, Secret Service, CSI Unit, highway patrol) is
suddenly gone. Put the students at the center of this world. Make the students
stakeholders.

As with the TV series, describe not only tomorrow, but the weeks and years ahead.
Speculate. Ask for the cadets’ input.

If you are a history buff, take them back in time. Describe life before XYZ. How did
people cope?

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 W H AT USA Today Strategy
(WILL YOU TEACH) Current events lend a sense of urgency and relevance to your subject matter.  
Pick up the news paper. Every event will have a public safety component of
which students are unaware.  

Pick an event that already interests them and explain the public safety
implications.

Consider debriefing students regarding events within your community: a

shooting, a traffic fatality, a bullying incident – each is an opportunity to
introduce topics of significant weight and urgency.

TRY ENGAGING THE SENSES:

Sound
(Play sound associated with topic: various types of sirens,
911 call, dispatch call to patrol unit, emergency warning
system)

Touch
Try using a prop that is related to the content. The possibilities
are endless. Teaching CSI? Pass around an evidence bag.  (Watch
as what is essentially a plastic baggy turns into a object of wonder.)

Visual
Choose from various visual aids JPA provides in each lesson online.

Other options include:  

• Hold up newspaper with article relating to UNIT (be sure and scan Sunday
paper for news related to UNITS to be covered in week ahead.)
• Vintage uniform that highlights the historical roots of UNIT
• Equipment essential to the enforcement of UNIT topic.

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 WHERE The Classroom & Beyond
You probably already have a good idea of where your Academy will be held.
(WILL YOU MEET)? Most academies combine both classroom sessions and outdoor activities,
including field trips to local agencies.

The scope of law enforcement in America is

staggering. No other profession offers such a
dynamic range of learning opportunities, many of
which will be only a short distance away.

Within most communities you will be able to walk

cadets through the entire criminal justice system –
from state legislatures that write the penal code, to the local police and sheriff
departments responsible for enforcing the law, to the system of county courts
and local jails where the accused are tried and punishment is carried out.

Road Trip!
With a little planning, the Junior Police Academy can provide cadets with a
backstage pass to a world most citizens only see on television. Make every
effort to introduce them to the real world of policing that awaits just outside the
classroom.

Special Events
Another option for an out-of-class experience is to have your cadets volunteer
to assist with security for public events. Former Sgt Tom Long of Herkimer, NY
turned these outings into one of the mainstays of his program. His cadets even
worked security during a visit from President Clinton.

Hit the Road!

These type of activities are also great opportunities to raise public awareness
about the program.

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 WHERE Winning Over Schools

(WILL YOU MEET, CONT.) “The schools at first were not enthusiastic.   Places of learning have their
criteria, they have their classes set and they are not readily open to change.
I had to sit down after designing the program and show the school leaders,
week to week, what we were going to do.

“We had to reassure them that the Junior Citizen Police Academy would not
take anything away from their way of training.  We convinced the
administration that our goal was to make the school a participant in our
police classes — that they were partners in our effort to open lines of
communication between kids and police, so when kids see police officers
Officer Mitchell on the school campus, they are perceived as friends.”

Officer Mitchell Garcia, Houston,TX Police Department

“We wanted students and officers to interact in a positive, educational

setting.  The Junior Police Academy provides a place for us to do that.  
Together they talk, they laugh and they get a chance to learn from one
another.
Chief Patrick Fuller &
Cadets. “I see officers in the stands at football games and students jumping out of
the seats to say ‘Hi’. That type of understanding goes a long way towards
ensuring a safer school and community."

Chief Patrick Fuller - Austin Independent School District

23
 HOW
( E S TA B L I S H P R O C E D U R E S )
The Expectation of Structure
Make no mistake, a more regimented
approach and strict adherence to “rules”
is part of the program’s trappings and
appeal. The very name of the program sets
up an expectation of order most cadets
expect and will enthusiastically support.
(Without it, they feel jipped. Trust me.)
Integrity Code:
The Junior Police Academy operates under
a code of personal integrity to instill a
sense of moral responsibility within each
cadet. It is the expectation that cadet will
assume responsibility for his/her own
actions and develop intrinsic values of
personal integrity.
Stealing, lying, cheating, or any other
activity that conflicts with these standards
and undermines the integrity of the
academy cannot be tolerated.
HOW covers a wide range of rules and logistical considerations. 
Think of “How” as those things that impact each day of the academy: conduct,
pacing, etc. 
Here are a few “hows” to consider. 
Debrief & Adjust 
The end of each day furnishes you with time to evaluate what went right and
what did not. 
Police officers are accustomed to debriefings, and I have seen it put to effective
use in places like Everett, Washington. Lt Robert Goetz steadily improves their
academy by gathering his team of SROs together for an end of the day
evaluation. His team also uses a portion of the time to review the schedule for
the following day. 
 
Whether you work with a team of officers or are a one-person show, you will
always be looking for ways to improve on “how” you did.   
Code of Conduct
You will want to establish strict, unwavering rules of conduct for your cadets.
The Junior Police Academy draws upon, at least in spirit, the experience of
attending an actual police academy. As with an actual academy, you will need
to articulate and enforce rules governing cadet conduct.
Every officer will have their own personal take on setting the rules. While
deference should be given to the school's existing rules, don't hesitate to
institute a code of conduct that goes well beyond what is expected of the
general student population.
Setting a higher standard of ethics and integrity for cadets can itself become a
learning experience. Just as a higher standard is required of police officers, so
too will it be required of cadets.
Best advice: Be consistent with your enforcement of the rules.
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 HOW
( E S TA B L I S H P R O C E D U R E S ,
CONT.)
The JPA Cadets love every minute of it!   other direction.
The school administrators are very
impressed as are city officials.  I've had so
many positive comments throughout the
academy so far from parents and
teachers.  The biggest comments I have
received are from teachers stating that
homework has been getting done and the
grades are improving from the Cadets that
are in the JPA Program."
Chief Chad Pusey, Oblong Police
Department
Custom Fit
What is really great about the JPA
program is that you can expand and make
it your own.  Your are given the guidelines
to work with, but can add to the program
to make it fit your resources and
community.
Officer James Taylor
Maintaining cadet enthusiasm.
Keeping your cadets interested and enthused about the program is vital to its
success. Kids have a short attention span.
In order to keep them coming back for more, your program must maintain a
compelling mix of educational variety — lessons, activities, field trips and video
presentations.
Pace Your Academy
“To keep it interesting we tried to maintain excitement in stages.  The first night
we gave them a tour of the academy with different live exhibits going on that
evening.  We put them in a patrol car on the driving track that goes 65 mph
backwards, slams on the brakes, does a 180 degree turn and takes off in the
 
“Little things like that get the adrenalin pumping.  A couple of weeks later they
got their JPA t-shirts so the excitement level jumped up again.  You could see
pride building because when they arrive for class they are all wearing their
shirts.”
Officer Mitchell Garcia, Houston Police Department
Elect Academy President
“Cadets voted one student to be the class president and they received a special
certificate at graduation.  Class president should be chosen half-way through
the academy. The President had to attend all the meetings, never be late and
have no disciplinary problems.”
Officer Tim Roberts, Lawrenceville Police Department (GA)
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 HOW
( T O E VA L U AT E C A D E T S )
The Expectation of Structure
Make no mistake, a more regimented
approach and strict adherence to “rules”
is part of the program’s trappings and
appeal. The very name of the program sets
up an expectation of order most cadets
expect and will enthusiastically support.
(Without it, they feel jipped. Trust me.)
HOW
(TO ENROLL CADETS)
Be personable and outgoing.   Enroll Administrators First
“Many young people are still hesitant
about approaching police officers.  It is
our job to break down barriers and reach
out to the youth.”
Officer Gary Richards of the Temple Police
Department in Texas
Notebooks
Students should keep a detailed notebook of what is reviewed each day.
Precision and attention to detail is essential to be a good police officer.
Student’s notes should reflect the same attention to detail that is required in
police report writing.
• Take notes on lessons
• Takes notes on videos and visiting speakers
• File articles from the Current Events Beat
• Record the vocabulary words and definitions
This notebook is not to be used for other classes!   It will be collected on a
variable schedule.  The notebook will be graded and be a percentage of the
cadet’s final grade.
Spot checks will be made randomly throughout the Academy to ensure that
students are keeping their notebook up to date!
Student notebooks will serve as a resource for the students to review before a
quiz or test.  
When the time comes to recruit your cadets, a word of caution: work out all the
program details before you make your pitch. Kids ask questions — don’t be
caught off guard.
It might also help to take along promotional materials. Check out JPA's new
recruitment video and poster.
“We then explained the purpose and goals of the academy and asked for the
opportunity to speak to the students.  The vast majority of the school
administrators welcomed us enthusiastically.”
Officer Gary Richards
26
 HOW In many cases it is the parents who take the lead in enrolling their kids.
So make it a point to mention the Junior Police Academy whenever
(TO ENROLL PARENTS) possible during presentations to community groups.

JPA provides your department with the opportunity to speak at public

gatherings. The JPA provides community affairs officers a fresh
approach to delivering a familiar message.

Tell members of the community about your experience as a law

enforcement officer in teaching the program and getting to know the
next generation of Americans. The older generation will always
appreciate hearing that shared values are being cultivated in our youth.

Be Prepared for Every Question

(Regarding issues you have never even thought about!)

Cadets, parents and educators will all have questions regarding the
Junior Police Academy. You need to have thoroughly thought through
the details of the program so that you are not caught off guard.

Parents may not be interested in their
kids learning police procedures – but
most would like nothing more than for
their kids to have a police officer as a
friend and mentor.
Consider this statement from Patricia
Lyle, retired Principal of Lamar Middle
School, Austin, Texas:
Ask your spouse or some other inquisitive individual to pepper you with
questions about the academy well in advance of speaking to a live
audience. You will be surprised what others want to know.
MOMENTUM
Recruitment should be one of the last steps before starting the program.
You do not want too many weeks to pass between a student signing up
and the program's start date. Remember, you need to maintain
momentum. A young person’s attention span is not in your favor!

“The students who have taken JPA

have developed a  relationship with
our school resource officer that
makes them feel comfortable going to
the officer if there is a problem. I
can’t tell you how many times I’ve
seen the students talking to our SRO
after school. JPA has  helped build
trust and respect.

“I think JPA needs to be in every

middle school. I encourage all my
peers to adopt the program.”

Patricia Lyle

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 HOW P R A G M AT I C P I T C H
(TO ENROLL SKEPTICS) Want to take a more practical approach when discussing (justifying) the
program? JPA’s mission can just as easily be defined in terms of its impact on
crime.                .

Below we have paraphrased a statement originally made by Commissioner Ed

Davis with the Boston Police Department. (The information about JPA was not
part of his original statement, but this does furnish a pragmatic justification for
community policing programs in general.)

“CSI DOES NOT CATCH MURDERS"

Suggested statement by community police officer to community group:

NOT EVERYONE IS SOLD ON "Ask any good homicide detective. They will tell you the same thing. You don’t
catch the killer through CSI.  CSI is helpful. But the truth is homicides are solved
COMMUNITY POLICING. and the bad guy is caught because you, the citizen, tells us who did it."
TRY THIS.
"If people don't trust us, then they will not tell us who did it, no matter what the
case is.  Every encounter that they have can either make or break the reputation
of the police department.  It can establish a good relationship or not with
someone who may be a witness to a homicide, with someone who may hold
information that is crucial to the biggest case that the police department works
on in a particular time frame.”  

"Terrorism cases, homicide cases, kidnapping cases, they all hinge upon our
ability to establish a trusting relationship with the community and getting that
community to reach out to us when they have information."

"That is why I am very proud to tell you about a program that helps build lines of
communication between police and citizens like yourself. It's called the Junior
Police Academy and I encourage you to support this important educational
program."

28
visit juniorpoliceacademy.org.

29
 KELLY LECONTE
PROGRAM DIRECTOR

Here to help.
Don't let the lack of a grand design or a five year plan stop you from taking that first step.

The primary objective of the Junior Police Academy is to put kids and cops together.

Your time with young people may, by necessity, be infrequent or unfunded.  Don’t let that stop you from getting the ball
rolling. Some of our best programs started with a single visit. So may yours.

For additional information, inspiration, & encouragement visit our website at www.juniorpoliceacademy.org.

Don’t find what you need? Need help getting started. Contact us.

Kelly LeConte at 512–712–5564 or at policeusa@gmail.com

To order T-shirts and other branded items visit juniorpoliceacademy.org.

JuniorPoliceAcademy.wazala.com

30
 ACKNOWLEDGEMENTS
This Manual could not have been written—indeed, the
Junior Police Academy would not exist—without the
generosity of our donors.
To respect their privacy, we withhold their names, but
we hope they understand the depth of our
appreciation. We work everyday to justify the
confidence all our donors have shown in us and in
our mission.
We also benefit mightily from the time and dedication
of countless volunteers and staff, including:
Kelly LeConte, Program Director
David Dierks, Chief of Staff
June Mellon, Program Coordinator
Paul Kutak, Accounting
Greg Bolin
Donna Wade
Special Thanks
Special thanks go to Chief Tom Clemons, Seward,
Alaska, for his inspiration and support.
Chief Pat Fuller (former Chief of the AISD Police
Department, Austin, Texas) for not only shepherded
this program, but allowing us to have some fun in the
process.
Officer Suzanne D’Ambrose, Monmouth County Voc-
Tech School, Freehold, New Jersey, for her insights,
dedication & indispensable energy.
John Schneiter
Patricia Lyle, Retired Principal of Lamar Middle
School, Austin, Texas
Officer Rick Jennings, Pequannock Community
Policing
Assistant Chief Terry Zeigler of the Kansas City,
Kansas Police Department
Dr. Cynthia Lane, Superintendent of the Kansas City
Public Schools
Officer Steve Williams of the Kansas City, Kansas
Police Department
31
Chief Rick Armstrong of the Kansas City, Kansas
Police Department
Lisa Garcia, Director of Student Services, Kansas City
Public Schools
Finally, we acknowledge the tremendous
contributions of our Advisory Council, past and
present:
Sgt Robert Goetz, Everett Police Department
Officer Mitchell Garcia: Houston Police Department,
Texas
Officer James Adams: Hanford Police Department,
California
Officer John Clapp: formerly with White Settlement
Police Department, Texas
Officer James Taylor: Goshen Township Police
Department, Ohio
Officer Mark Dillon: Retired, Hanford Police
Department, California
Captain Tom Long: Retired, Herkimer Police
Department, New York
Deputy Cory Hughston: former Crime Prevention
Specialist, Victoria County Sheriff's Office, Texas
The late Edward J. Cain, Jr., Associate Professor,
Texas A&M University, College Station, Texas, who,
like the Northern Star, provided guidance – helped me
take an idea and turn it into something that shines.
And to Robert LeConte, to whom this program is
lovingly dedicated.
You have all enriched this program. To each of you,
our heartfelt thanks.